Dissertation Defense Announcement by Leilah K. Armour Kirkendoll

Location

Mother Rosalie Hill Hall, 145

Cost

0

AFRICAN AMERICAN WOMEN BACCALAUREATE SUCCESS: A REFLECTIVE LOOK AT PRE-COLLEGIATE YEARS INFLUENCING TRANSITION, PERSISTENCE, AND DEGREE ATTAINMENT

by Leilah K. Armour Kirkendoll

Abstract

     African American women are graduating from college at rates higher than their Asian/Pacific Islander, Latino, Native American and even their African American male peers. This level of college persistence and success is occurring amid the challenges they face and share with their peers of the same schools, neighborhoods, and society. Similar to many of their peers, these young women experience under-resourced schools and limited college preparation; in addition, they have unique school challenges of their own including negative stereotypes and harsh discipline policies. African American women also face societal challenges through experiences with trauma, foster care, and disproportionate early parenting, to name a few. Nevertheless, they persist. The literature is lacking in studies representing successful African American women who have encountered these challenges while working to achieve their educational goals.
      Through a reflective case analysis, this study explores the high school experiences of African American women who have experienced trauma and persisted toward college and eventual baccalaureate attainment. I sought to investigate, specifically, how the high school experiences of African American young women shape and support their transition to college and ultimately degree success. Through the use of an initial questionnaire, followed by phenomenological interviews, I was able to ascertain a wealth of information highlighting the voices of these thriving women. Through the lens of Critical Race Theory, I explore the assets these women bring and center their voice in sharing how they pursue success for themselves, their families, and their communities.
      The study’s findings indicate that there are a number of traumatic events that African American women experience, but that supportive persons and services in educational settings are advantageous for their academic and social development. The significance of the study lies in its potential to inform educators, counselors, and other supportive stakeholders of ways to improve the rate of baccalaureate attainment among African American young women and their similarly situated peers.

*Note: Dissertation defense is open to USD faculty, students, staff and alumni.